Effective Use Of Learner Centered Method In Teaching And Learning Biology In Upper Secondary Schools Of Rusizi District

This paper examined the effective use of learner centered method in teaching and learning biology in upper secondary schools of Rusizi district. The current paper gathered qualitative and quantitative data using questionnaires, interview guides and observation. A descriptive research design has been used. Quantitative data was presented, analyzed and interpreted using the Statistical Package for Social Sciences (SPSS). Qualitative data was presented and analyzed in form of extracts, explanations and interpretations. In addition this study was guided by the Constructivism Learning Theory. Although previous researchers revealed that the usage of learner-centered approach plays a great role in biology teaching and learning, the findings of the current paper evidenced that learner-centered approach is not used effectively in upper secondary schools of Rusizi district in Rwanda due to limited time, scarcity of teaching and learning resources, teachers’ heavy workload, lack of knowledge about learner-centered instruction, biology subject culture, teachers’ attitude toward learner-centered instruction, lack of funding and limited ability to afford adequate resources for biology teaching and learning. Furthermore, the current paper identifies strategies that can be used to alleviate the challenges associated to the effective use of learner-centered method in teaching and learning biology within upper secondary schools of Rusizi district which are increasing teacher training and professional development about using learner centered method, availing enough resources for biology teaching and learning, teachers’ workload alignment, integrating technology in biology teaching and learning as well as the implementation of CBC. Key words: Learner-Centered Approach, Teaching and Learning Biology, Uper Secondary Schools.